多元文化背景下美国发展性教育研究
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摘要
本文以美国发展性教育为研究对象,阐述了发展性教育的内涵及相关概念,并结合政治、经济等历史背景,将美国发展性教育进程分为六个阶段,继而以明尼苏达大学普通教育学院为视角,介绍发展性教育的形式、内容以及运行模式。在此基础上,本文总结了美国发展性教育的经验与问题,揭示对我国高等教育发展的启示。
本文共分六章：
第一章：主要介绍17世纪以来美国高等发展性教育自萌芽到成熟的六个阶段,探讨每一个历史阶段发展性教育的组织形式、内容和服务对象。
第二章：分析促成明尼苏达大学普通教育学院建立的理论基础和历史条件,诠释发展性教育对于美国建设民主社会的意义,探讨普通教育学院教学方法的创新与实施情况,展示普通教育学院自设立以来在有关教育心理学方面的建设成果,阐述发展性教育在达成学院办学宗旨方面所发挥的作用。
第三章：阐述普通教育学院有关多元文化建设与研究活动,在分析学生理解普通教育学院构建多元文化环境的基础上,揭示多元文化教育与发展性教育之间的关系。
第四章：梳理普通教育学院学生服务项目的发展历史、阐释普通教育学院学生服务项目的结构、规模以及运行模式,并在此基础上分析学生服务项目在发展性教育方面所发挥的作用。
第五章：介绍普通教育学院发展性教育实施的保障体系：科研与教学、学生服务相结合的模式以及学生标准评估模式。这几方面的工作构成发展性教育保障体系的重要内容,为发展性教育的顺利实施和创新发展发挥了关键作用。
第六章：概括与总结美国实施发展性教育的历史经验、问题以及对我国高等教育的启示。
In this paper, the developmental education in American higher education is the main focus. First of all, the author introduces concepts related to developmental education; based on the American political, economic and historical background, the history of developmental education process is divided into six phases. And then the author takes General college, University of Minnesota as an study case, discusses the formation, content and running model of developmental education. According to the content above, the experience, problems as well as the inspiration to Chinese higher education was summarized.
This paper is divided into six parts:
Chapter I:This chapter introduces the six major phases of higher developmental education in the United States since17th century, meanwhile, descripts the organization, content and serve objects about developmental education in each phase.
Chapter Ⅱ:This chapter deals with the ideological and theoretical basis and conditions contributed to the foundation of General College, University of Minnesota; interpretes the function of developmental education in the process of building a democratic society and the innovation of teaching methods in General college; introduces psychology reasearch achievements of General College and demonstrate the role of the developmental education played in achieving the General College.
Chapter III:This chapter describes the construction of multi-cultural research and activities in GC, and discusses the relationship between multicultural education and the developmental education, and students' understanding of the multicultural environment in GC.
Chapter Ⅳ:This chapter focuses on the history of the Student Service Programs in GC, analyzes the structure and running model of these projects and the role of Student Service programs in the developmental education.
Chapter V:The chapter introduces the security system of the developmental education in GC, research and teaching combined model and the Criterion Model.
Chapter VI:The last chapter sums up the experience and problems of the developmental education and proposes suggestions for Chinese higher education.
本文共分六章：
第一章：主要介绍17世纪以来美国高等发展性教育自萌芽到成熟的六个阶段,探讨每一个历史阶段发展性教育的组织形式、内容和服务对象。
第二章：分析促成明尼苏达大学普通教育学院建立的理论基础和历史条件,诠释发展性教育对于美国建设民主社会的意义,探讨普通教育学院教学方法的创新与实施情况,展示普通教育学院自设立以来在有关教育心理学方面的建设成果,阐述发展性教育在达成学院办学宗旨方面所发挥的作用。
第三章：阐述普通教育学院有关多元文化建设与研究活动,在分析学生理解普通教育学院构建多元文化环境的基础上,揭示多元文化教育与发展性教育之间的关系。
第四章：梳理普通教育学院学生服务项目的发展历史、阐释普通教育学院学生服务项目的结构、规模以及运行模式,并在此基础上分析学生服务项目在发展性教育方面所发挥的作用。
第五章：介绍普通教育学院发展性教育实施的保障体系：科研与教学、学生服务相结合的模式以及学生标准评估模式。这几方面的工作构成发展性教育保障体系的重要内容,为发展性教育的顺利实施和创新发展发挥了关键作用。
第六章：概括与总结美国实施发展性教育的历史经验、问题以及对我国高等教育的启示。
In this paper, the developmental education in American higher education is the main focus. First of all, the author introduces concepts related to developmental education; based on the American political, economic and historical background, the history of developmental education process is divided into six phases. And then the author takes General college, University of Minnesota as an study case, discusses the formation, content and running model of developmental education. According to the content above, the experience, problems as well as the inspiration to Chinese higher education was summarized.
This paper is divided into six parts:
Chapter I:This chapter introduces the six major phases of higher developmental education in the United States since17th century, meanwhile, descripts the organization, content and serve objects about developmental education in each phase.
Chapter Ⅱ:This chapter deals with the ideological and theoretical basis and conditions contributed to the foundation of General College, University of Minnesota; interpretes the function of developmental education in the process of building a democratic society and the innovation of teaching methods in General college; introduces psychology reasearch achievements of General College and demonstrate the role of the developmental education played in achieving the General College.
Chapter III:This chapter describes the construction of multi-cultural research and activities in GC, and discusses the relationship between multicultural education and the developmental education, and students' understanding of the multicultural environment in GC.
Chapter Ⅳ:This chapter focuses on the history of the Student Service Programs in GC, analyzes the structure and running model of these projects and the role of Student Service programs in the developmental education.
Chapter V:The chapter introduces the security system of the developmental education in GC, research and teaching combined model and the Criterion Model.
Chapter VI:The last chapter sums up the experience and problems of the developmental education and proposes suggestions for Chinese higher education.
引文
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